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Abstract
The present study examined the benefits of early childhood education on children's acquisition of early literacy skills. The study utilized data from students in a small, central Pennsylvania school district at the beginning and end of kindergarten on measures of early literacy skills. Along with early literacy skills, the study also examined the home literacy environments of the students and the quality of the preschool and kindergarten programs attended.
First, the study examined the learning and home environments of the students in relation to early literacy skills. The Early Childhood Environmental Rating Scale- Revised (ECERS-R) and the Early Language and Literacy Classroom Observation (ELLCO) were used to assess the quality of instruction in the preschool and kindergarten classrooms, respectively. Classrooms included in the study were found to be high quality early literacy environments as measured by these instruments.
Second, a Home Literacy Survey, designed by the researcher, and vetted by an expert in the field of early childhood education was administered to the parents of the children in kindergarten. Data from the survey yielded little variation amongst groups in the literacy activities reported in in the home environments. All respondents reported engaging in literacy activities with their children on a frequent basis.
Finally, scores for students on the Developmental Reading Assessment (DRA) and the Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS-Next) were obtained. Students were coded into three groups: no preschool, district based preschool, and state funded or private preschool. Data were analyzed using a MANOVA which found statistically significant results on the DIBELS-Next measure between students who attended the district based preschool and those who attended the state funded or private preschool program at the beginning of kindergarten. However, a second MANOVA completed on the end of the year data did not fine that these differences were maintained through the end of kindergarten.
Limitations of the present study include small sample size, homogenous groups, disparate group sizes, teacher variability, instrument sensitivity, survey respondent bias, and statistical assumption violations. Recommendations for future research as well as implications for the field of education are also discussed.
